CHARTER 2019 - Te Kūiti High School Semper Paratus...Kia Hiwa Ra Always Prepared to show Manaakitanga - Te Kuiti High School
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Te Kūiti High School
Semper Paratus...Kia Hiwa Ra
Always Prepared to show Manaakitanga
CHARTER 2019
Introduction
General Description of the School and the School’s Community
Te Kūiti High School is situated on an attractive site of 8 hectares. The grounds, include a multi-purpose astro turf for netball, tennis and hockey, well drained playing fields, and
the remainder of the site has been landscaped and planted with many trees, shrubs and gardens creating a park-like setting for the school and the community.
The name of the school comes from the word Te Kūititanga which is the name for the town and means the narrowing of the valley.
The buildings consist of a gymnasium, school hall, library, Services Academy building, 4 technology work environments, visual & performing arts and 4 modern ICT specialist
facilities as well as other ICT pods spread throughout the school. In addition there is a modern Pavilion, Student Centre and a new modern learning environment was completed in
2014.
Te Kūiti High School provides a broad high quality education for its students. It is the school’s goal for all students to transition from school with a positive attitude to learning
having acquired a range of essential learning skills and achieved nationally recognised qualifications. The Te Kūiti High School Curriculum covers the eight essential learning
areas. Additionally, the school promotes learning pathways through a Gateway Academy, Primary Industries Academy and the Sports Leadership courses.
The school draws its students from a diverse multi-cultural and socio economic community, students enrolling mainly from the town of Te Kūiti itself and its immediate hinterland.
Te Kūiti is a service town with an urban population of 4500 residents. It has a diverse age/sex composition, including single and twin parent nuclear families as well as extended
family groupings. Predominant occupations are within the service industries of farming, forestry, tourism and mining. The local area has many exciting natural features that attract
recreational users. There are seven contributing Primary schools within the area.
The school provides community access to the school for learning opportunities, meetings, sporting and recreational activities. Te Kūiti High School is focused on achievement
through quality teaching and learning. Extra learning support is offered for those students at risk of under achieving. All students have support to develop career plans and pathways.
Vision Unique Position of Māori
Te Kūiti High School is a place where all groups within the school community have a sense of shared purpose The school community enjoys being part of a bicultural and
and responsibility and this is captured in the vision statement:- multicultural community and reflects those values in its
relationships with iwi and to the wider world. In particular, Te
“Always Prepared to meet challenges through Participation, Positivity and Passion.” Kūiti High School relates to people of the Maniapoto rohe through
the Maniapoto Trust Board, its agencies and whanau.
In participating in the opportunities and challenges that learning presents, through our vision statement Te
Kūiti High School students will be increasingly confident, connected and involved lifelong learners. We aim Kaumātua drive the understandings that cement this relationship.
for students to flourish in an inclusive and enriching learning environment, and to ultimately leave Te Kūiti The school offers Te Reo Māori as a semester course for all year
High School well equipped to meet the demands of employment or tertiary education or life generally. 9 students and as an option in years 10-13 inclusive.
We believe it is our responsibility to provide learning programmes and opportunities that will enable all
Tikanga is available through the use of appropriate school wide
students to reach their full potential. Fundamental to this process is teacher learning which is within a clear
protocol and practice, including in teaching and learning and the
context of learner centred education engaging all students. It is our role as a community school to work with
kapahaka group.
students, their parents to give all students the best opportunity to succeed.
1Strategic & Operational Plan 2019 – 2021
VISION
Always prepared to meet
challenges through participation,
positivity and passion.
MISSION STATEMENT
We give our students
opportunities to strive for
excellence, through
meaningful learning.
VALUES
KIA HIWA RA!
Always prepared to show
MANAAKITANGA with
Pride ~ Respect ~ Integrity ~ Positivity
Alw ays pre pared to meet challenges through participation, positivity and p as si on
-2-Strategic Goal 1: Ensure academic and learning achievement to the highest level for each student.
Long Term Goals Objectives Outcomes Responsibility Time line
1. Review the progress made toward curriculum integration. That students are engaged in meaningful Principal, HODs, 2020
Our curriculum Better utilize EOTC to make learning meaningful and learning and experience success at all curriculum Principal’s
will prepare engaging. levels. Nominee, SMT,
students to face the Develop integrated assessment tasks. Teachers are supported in developing strategies Teachers, POD
future with For PODs to provide Year 9 & 10 students with a learning for differentiated learning. leaders, Year Level
confidence. environment that is consistent and where staff communicate Teachers work collaboratively to discuss and take Managers, Literacy
regularly about the individual needs of the students. action on students’ academic and pastoral needs. and Numeracy co-
The academic progress is closely monitored in the PODs Students participate in NCEA assessments which ordinators
are conducive to enriched and embedded learning.
2. Focus on assessment practices to enhance learning. Teachers are supported in developing strategies for Principal, 2020
To ensure that To continue with literacy learning and supporting improving literacy skills and teaching practice across Literacy Co-
students are Professional Development. all curriculum areas based on data. ordinator, SCT
performing at their Develop processes which ensure students meet support, HODs,
appropriate level literacy and numeracy milestones Deans, Data
for literacy and Year 9 students are meeting the targets as Analysis Committee.
numeracy. established by the Community of Learning
3. To continue gathering and communicating baseline data on A better database of achievement information is SCT Teacher, 2020
Continued achievement information. developed to enhance teaching and learning Literacy
development for To focus on Year 9 & 10 cohorts. Active and frequent programmes and for school review purposes. Co-ordinator,
staff on the usage monitoring of achievement data to meet annual targets. Students are successful at all levels. Data supports HODs, Deans,
of data to enhance POD groups utilise literacy and numeracy data to inform continued academic improvement. Data Analysis
teaching and planning Planning is communicated and meets the Committee
learning. differentiated needs of students within a class. Teachers
4. To encourage Merit and Excellence in subject attainment and Students are successful at meeting NCEA Merit & SCT support, HODs, 2020
Our curriculum certificate attainment. Excellence targets of 10% increase on previous Teachers, Deans,
will provide a To provide Year 10 students who are ready with the year’s levels. ART Team
culture which will opportunity to complete Level 1 NCEA assessments. Incentive for students to strive to reach their academic
foster high To put systems in place to ensure students are able to meet the potential.
expectations of MOE goal of 85% pass rate at NCEA L2 Some of the Year 10 cohort have first-hand
students. experience of the NCEA system prior to entering
the senior school.
Students leave TKHS with a minimum qualification
of NCEA L2
4Strategic Goal 2: Provide a range of academic, cultural and sporting opportunities for each student to participate and achieve.
Long Term Goals Objectives Outcomes Responsibility Time line
1. To continue to up skill all teachers in ICT and e-learning Teachers are supported in developing ICT skills E-learning Leader 2019
To ensure e- skills. to support their teaching and learning.
learning Teachers know how to use Google Apps for
development and Education to enhance learning.
training takes place
for staff.
2. To further develop Tikanga Māori in the school. Include Cultural Competencies (as outlined in HOD, Gifted 20129-2020
To ensure that To provide a Gateway Academy option for senior students. Tātaiako) in teacher planning and practice &Talented
students have To provide a focussed GATE programme for students with following the principles and framework of Ka Facilitator,
increased recognised talents. Hikatia. Teacher s, Deans,
opportunities. To provide a system in which students with specific learning Students have more opportunities to engage in school. SENCO, Data
needs are identified, monitored and supported. Learning resources for supporting explicit teaching Analysis
To further develop the Primary Industries Academy foci for PB4L are developed and delivered. Utilised Committee,
To increase learning opportunities for students with special along with data to gauge change/success. Alternative
abilities All students are able to access and participate in Education
mainstream learning opportunities or Alternative Coordinator,
Education. SMT
Students with special abilities have a wider variety
of opportunities to cater for their needs.
3. To integrate career education into curriculum areas. Increased student awareness of the relevance of Careers 2019-2020
To build a whole To improve outcomes for students at risk. school to future work, education and training. Coordinator,
school approach to To use career benchmarks. All students leave school with “a place to go for the Gateway, Star
Careers Education To develop pathway opportunities for all students. future”. Coordinator,
and Vocational Gateway and Work Experience Parent Meetings. Increased opportunities for local and wider HODs, Deans,
Pathways. community parents and whanau to be involved in Teachers
career education activities and support the Pastoral Team
aspirations of students.
5Strategic Goal 3: To meet legislative compliance in school review and reporting. Long Term Goals Objectives Outcomes Responsibility Time line 1. BOT to monitor the direction of the school by receiving Regular and relevant reports are presented to the Principal, BOT, 2019 To develop a regular reports on achievement through board meetings to board in a timely manner to enable the board to Deputy school where assist with setting strategic goals govern student progress. Principals, HODs learning and achievement are monitored and school performance is evaluated. 2. Work in partnership with local iwi to achieve learning Increase of Maori student achievement by 5% YOY ALL STAFF 2020 Increased outcomes. Increase of Maori student attendance by 5% YOY participation and Ensure the curriculum contains something to meet the success of Māori cultural needs of our Maori student students. 6
Strategic Goal 4: Ensure effective and active communication pathways between school and community is maintained.
Long Term Goals Objectives Outcomes Responsibility Time line
1. We will be actively engaged in Waitomo Community of When students commence secondary school their Principal, DP, AP, 2020
Students will be Learning. pastoral and educational needs of each are clearly Manukura, Sports
well transitioned to understood. Coordinator
our school from
our local primary
schools.
2. To report regularly to parents through weekly newsletters, Parents/whanau are regularly well informed and Principal, Deputy 2019-2021
To continue to and school website & Facebook. included in their child’s learning and progress. Principals, Manukura,
have constructive Parents have access to their child’s attendance data and Parents/whanau are well informed about events/ HOD, staff
relationships with record of learning. achievements/success of the school.
our parents and Parents and whanau are given regular opportunity
whanau. for feedback about the information the school gives
them on the school and their child’s learning and
over 50% of the feedback is positive.
3. To consult parent community to gain feedback. Regular consultation occurs with our community. Principal, BOT, 2019-2021
To inform/consult To communicate achievement expectations to Consultation with our local Māori community is NZQA Nominee,
parents / caregivers parents/caregivers. established and reported on. Deans
regarding what the To consult with Maori community. Whanau support
school offers. New parents are supported during enrolment and
beyond.
4 NCEA Information meetings. Parents are aware of achievement expectations in Subject HOD’s, 2020
To communicate Teacher/Parent interview evenings and reports. school operations/systems and how their child is Teachers, Dean
achievement NCEA Assessment requirements in newsletters. tracking. Principal Nominee
expectations and NCEA Information Booklet for students. NCEA Booklet for all students.
data to parents/
caregivers.
5. To continue to promote and report on schools activities and Regular consultation occurs with our community. Subject HOD’s, 2019
To regularly report achievements through community newspaper, Facebook & Our school is marketed effectively. Teachers, Dean
to the wider website. Principal Nominee
community on To continue to market our school.
student progress.
76. Increase opportunities for the school, local and district Facilitate the construction of a shared sport and BOT 2019 To explore school / communities. recreational facility. community Improve transitions between Primary and Secondary partnerships. schools. 7. to offer support in building productive collaboration. Supporting and sustaining educationally powerful Principal and 2020 To raise help facilitate the agreement of shared achievement objectives. connections within the school and across the selected teachers achievement of our assisting the professional growth of leaders and teachers. community to develop and realise shared goals that Tamariki by participating in the use of professional expertise across lead to improved student outcomes. sharing expertise in schools to meet shared achievement objectives in the teaching, learning community. & supporting one another through the Waitomo Community of Learning (CoL). 8
Strategic Goal 5: The school will be well led and managed.
Long Term Goals Objectives Outcomes Responsibility Time line
1. To evaluate managerial leadership through the Principal’s Principal appraisal outcomes are positive. BOT 2019
To have open and performance appraisal.
effective
communication
between all stake
holders.
2. To provide training as appropriate for BOT members. BOT are effective in their role. BOT 2019
To ensure that To effectively manage and communicate development and BOT facilitates informal consultation within the Principal
school governance, change. community.
leadership and To develop and strengthen an effective Senior Management BOT training is provided.
management are team. Principal Professional training is provided.
open and efficient. To have succession and transition plans in place. Effective collaborative lead team for effective school
To provide an orientation programme. management.
To conduct exit interviews. All staff to be given the opportunity to comment
on the strategic plan.
9Strategic Goal 6: Ensure consistent, high quality teaching practice.
Long Term Goals Objectives Outcomes Responsibility Time line
1. To focus on improving practice. Better teaching practices. Principal, BOT SC 2019-2021
To provide staff Providing staff with ‘needs-based’ PD on a regular basis. Staff development occurs as scheduled. Teacher, DP, AP,
with professional All staff complete an annual appraisal process. To ensure a quality professional, motivated staff HOD’s,
development Mentoring is readily available internally & externally for all team operates to enhance students learning. Teachers, Deans
arising from staff. Meeting teaching registration requirements.
appraisal to help Recognising and supporting the special strengths of staff. Teachers’ special talents are encouraged and
develop improved supported.
practice and
establish systems
of support,
mentoring and
performance
management for
SMT, HODs and
Pastoral Leaders.
2. Consultation with HOD when setting annual budgets in order Staff have appropriate tools & resources to deliver Principal, BOT, E- 2019
To provide staff to have sufficient resources to deliver quality education the curriculum in a supported manner learning Leader
with appropriate
tools to deliver
quality education.
10Strategic Goal 7: Ensure effective management of school resources, to maximise positive outcomes for students.
Long Term Goals Objectives Outcomes Responsibility Time line
1. To follow10 year property plan and make decisions for To have all students engaged to raise achievement 2019-2021
To continue to future capital spending. within a well-resourced teaching and learning
have a school that To move towards MLE (Modern Learning Environment) environment.
has effective
property
management
practices.
2. To continue grounds upgrade. Facilities are upgraded and planning 2019-2021
To have a school To complete the Technology Workshop compound. continues for future capital spending.
that is well To upgrade Gymnasium – complete business case, concept
maintained and design and approach funders.
has functional
facilities
including
classrooms,
administration
facilities and
outside
environments.
3. Board to work with Health & Safety recommendations. 100% Health & Safety compliance. 2019
To have a safe
learning
environment
4. To continue implementing the five year property plan. School is maintained well. 2019-2021
That the school To source all avenues to finance our school requirements. Annual Plan is systematically completed.
has effective To establish a financial action plan that prioritises spending Annual accounts meet audit requirements.
financial in line with strategic goals. Gain additional income from fee paying students.
management Regular review of expenditure in line with annual plan. 100% compliance with Financial policies.
practices.
11Strategic Goal 8 Provide a safe, caring environment for each student - Manaakitanga
Strategic Goal 9: Prepare students for life beyond school.
Long Term Goals Objectives Outcomes Responsibility Time line
1. To maintain our emphasis on a safe and inclusive school Staff and students are aware of the required Management Team, 2019-2020
That there are environment. standards of behaviour in accordance with PB4L Deans, PB4L Team,
clear, known To continue to consistently monitor and review our guidelines. HODs,
guidelines for systems and programmes. Behaviour data is analysed and addressed Teachers.
standards of To further develop school wide standards of behaviour appropriately through PB4L.
behaviour. based on PB4L.
2. Regular progress of identification of hazards/issues in Hazards are dealt with according to the guidelines in BOT, Home & School 2019-2021
To ensure our line with the Health & Safety At Work Act 2015 the Act. Committee, DP,
school is a place To maintain a healthy canteen. Learning environment is safe and orderly. Sports Coordinator,
of safety for Health curriculum objectives reflect the emphasis on a Healthy food options are available at the canteen. Principal, Teachers
everybody. healthy lifestyle for students. Students have access to a wide range of medical. Pastoral Team
To maintain the services of Doctor, Health Nurse and Drug
& Alcohol Counsellor & school social worker.
Staff communicate with one another in regards to
students’ physical and emotional wellness.
3. To maintain a healthy and safe environment. Health Curriculum objectives reflect the emphasis DP, PE 2019-2021
Student health To continue to provide a healthy and safe learning on a healthy lifestyle for students. Department,
and well-being is environment for staff through systems review. Sports Co-ordinator organises lunch time activities. Community Health
catered for. To use Kiwi Sport funding to support student involvement Sports Activities are supported. Services, Teachers
in sport and recreation.
4. Students are supported through the pastoral system. Students understand what Manaakitanga means. DP, AP, PE 2019
Student pastoral Students model our school values. Students model Respect, Positivity, Pride and Dpt, Teachers
goals are catered Links to the ongoing school-wide initiative. Integrity. Community Health
for. Teachers acknowledge students’ positive Services, PB4L Team
behaviours and reward them using our school
reinforcement systems.
12Strategic Goal 10: Remain compliant in all areas of legislation
Long Term Goals Objectives Outcomes Responsibility Time Line
1. To monitor attendance patterns and review strategies to School attendance to improve YOY 5% per year Deputy, Whanau & 2019-2020
To develop increase attendance at school. until 2019. Classroom teachers,
systems and Alignment with PB4L actions as identified. Electronic attendance registers completed 100% Attendance
policies where Attendance management plan is updated annually and daily. Officer, PB4L
attendance is followed by all staff.
monitored and
regular
attendance takes
place.
2. To follow advice provided by MOE & NZSTA regarding Students, staff and community are protected by All students, staff & 2019-2021
To keep up to changes to current legislation or legal requirements legislatively compliant policies and procedures school community
date with all affecting BOTs and secondary schools. Should a breach occur there is a robust review
legislative and Update policies and procedures in line with aforementioned process in place.
compliance changes promptly.
requirements.
13Te Kūiti High School CHARTER SUMMARY
2019 – 2021
Vision Statement Mission Statement Values Statement
Always prepared to meet challenges through We give our students opportunities to strive for Kia Hiwa Ra – Always prepared to show
participation, positivity and passion. excellence, through meaningful learning. manaakitanga with:-
Pride ~ Respect ~ Integrity ~ Positivity
Strategic Goals 2019 – 2021 Annual Goals 2018 Annual Targets 2018
Strategic Goal Ensure academic and learning 1. To further develop the quality and consistency Target 1a: The group of Year 9 & 10 students who are
1: achievement to the highest level for of teaching practice, with an emphasis on identified as being below or well below the
each student; expected curriculum level in writing will
Strategic Goal Provide a range of academic, i) teacher inquiry into practice have progressed more than 2 levels in
2: cultural and sporting opportunities asTTLe.
for each student to participate and ii) developing restorative processes
achieve; Target 2 The percentage of students at year 11, 12
iii) data collection and analysis. This data must and 13 who achieve at merit and excellence
Strategic Goal Ensure consistent, high quality be shared and used to inform teaching results in NCEA standards will increase by
3: teaching practice; practice 10% over 2016 levels.
Strategic Goal Ensure effective and active
4: communication pathways between Target 3 Identify priority learners who are at risk of
school and community is maintained; not achieving NCEA level 1 and put
Strategic Goal Provide a safe, caring environment strategies in place to support successful
5: for each student – Manaakitanga; completion of this qualification. 85% of
Target 4 those identified students will have achieved
Strategic Goal Prepare students for life beyond NCEA level 1 by the end of 2018.
6: school;
Identify Maori priority learners who are at
Strategic Goal Ensure effective management of risk of not achieving Level Two NCEA and
7: school resources, to maximise positive put strategies in place to support successful
outcomes for students. completion of this qualification. 80% of
those identified students will have achieved
Level 2 NCEA by end of 2018.
14Analysis of Variance Report
2019
15Analysis of Variance Year 9 Writing
STRATEGIC AIM Ensure academic and learning achievement to the highest level for each student
ANNUAL AIM To further raise the achievement of year 9
TARGET The group of year 9 students who are identified as being below or well below the expected curriculum level 2-3 in writing
will have progressed more than 2 levels in asTTle writing
DATA writing Writing
NSN Male/ Female Ethnicity Term 1 Term 4 Difference
136092150 male Maori 1B 1B 0
137468244 female Samoan Left
136422318 female Maori 2P 2B -1
135993784 male Maori 2P 3B 2
135638245 male Maori AE
136030912 male Maori 1B AE
137173171 male Maori 2P 2P 0
138709960 male Maori Left
136796777 male Maori 1A 2B 1
136420754 male Maori AE
139419034 male Samoan 3B 3B 0
137602113 male Maori 3A 4B 1
136838626 male Maori AE
137216494 male Maori 2A 3P 2
136908363 female Maori 2A 3B 1
151935061 male Samoan 2B 2B 0
147027875 male Samoan 2P 2P 0
136413259 male Maori AE
136002312 male Maori 3B 3B 0
132337358 male Maori 1A 2P 2
136783063 female European 3P 4B 3
138103679 male Maori 3P 3P 0
135820468 female European 2P 3B 2
137216680 male Maori 2P 3A 3
136348049 female Maori 2B 2P 1
16ACTIONS Relevant data from contributing schools indicated an influx of Year 9 students with major learning and behavior
challenges
In term 2, a learning academy was established where identified students with high learning and behavior needs were
placed into
SENCO worked developed programs in the middle band classes to support writing in English and social studies.
One of the major CoL Achievement challenges targeted Writing.
Early asTTle testing in term 1 identified 30% of 2018 Year 9 Cohort at level 1 or 2 for writing.
Individual learning plans confirmed very low ability levels in many areas.
English as first Language worked with Samoan students recently arrived in NZ
Four teacher’s aides were employed to follow identified students,
OUTCOMES Targets
24% - Progressed 2 levels or more
20% - Progressed 1 level
28%- No progress
4% - negative progress
24% - Not tested; either left or enrolled at Alternative Education before testing.
REASONS FOR Major behaviour challenges resulted in multiple Alternative education placements and stand downs,
VARIANCE The behaviour challenges were both inside and outside of the classroom
6 of the original 10 students selected for this program where either sent to AE or left school.
Very low level of English understanding by the Samoan students
All four Samoan students in baseline data in this program.
Time of Teachers aides with targeted students were limited as they had many roles outside their teachers’ aides role.
NEXT STEPS Full consultation with primary school staff as well as normal data given at the end of the year.
Learning academy becomes Te Puawaitanga
- Limited to 12 students
- Full time kaiawhina employed
- All identified students spend first two weeks in mainstream- where they are observed by teacher and
kaiawhina
Students are identified at primary school and targeted for the program.
Develop closer relationship with the Samoan community
17Analysis of Variance Merit and Excellence 2018
STRATEGIC AIM Ensure academic and learning achievement to the highest level for each student
ANNUAL AIM To further develop the quality and consistency of teaching practice
TARGET The percentage of students at year 11, 12 and 13 who achieve at merit and excellence results in NCEA standards will increase
by 10% over 2016 levels
BASELINE DATA
Analysis of variance Merit and Excellence Endorsement
Y11 Y12 Y 13
2016 2018 2016 2018 2016 2018
Achieved with Excellence 10 2.3 2.9 5.6 12.2 15.4
Achieved with Merit 16.0 22.7 5.9 13.9 18.2 7.7
ACTIONS Departments targeting teaching at merit or better
Foster the goal of certificate endorsement
HOD/Dept. level – have discussions about where endorsement opportunities are and identify students who should aim
for and achieve these.
HOD / TIC to review the number of credits being taught (do less better)
Departments set clear milestones to support student learning in regards to formal assessments.
OUTCOMES At level 1 Achieved with Excellence was down 7.7% and at Merit up 6.7%
At level 2 Achieved with Excellence was up 2.7% and at Merit up 8%
At level 3 Achieved with Excellence was up 3.2% and at Merit down 10.5%
REASONS FOR Departments set clear milestones to support student learning in regards to formal assessments.
VARIANCE Emphasize that access to tertiary level courses is competitive and merit & excellence students get the first opportunity
for selection
Results reflect lack of commitment to examinations by students.
Emphasize that access to tertiary level courses is competitive and merit & excellence students get the first opportunity
NEXT STEPS for selection
Continue to identify students at risk of under achieving.
Provide exposure through visits to tertiary institutions for first hand advice and guidance regarding course selection
18Analysis of Variance of Priority at risk NCEA
Level 1 Learners 2018
STRATEGIC AIM Ensure academic and learning achievement to the highest level for each student
TARGET Identify priority learners who are at risk of not achieving NCEA level 1 and put strategies in place to support successful
completion of this qualification. 85% of those identified students will have achieved NCEA level 1 by the end of 2018.
BASELINE DATA
NSN Attend. Rate Credits Numeracy Literacy
0126213683 N/A 40 11 N N
0127137643 Merit 61 118 Y y
0127734210 N/A 96 57 Y Y
0126122229 Achieved 78 81 y y
0127182071 Achieved 92 94 Y Y
0127731316 N/A 71 64 Y N
0127175755 N/A 31 10 N N
0127178251 N/A 60 29 N N
0126425967 N/A 78 111 Y N
0127734223 N/A 63 63 N N
0131634636 Achieved 95 82 Y Y
0129675785 MERIT 60 96 Y Y
0131483732 Achieved 94 92 Y Y
0127736001 Achieved 66 82 Y Y
01227182030 Achieved 71 93 Y Y
0128033162 N/A 44 11 N N
ACTIONS Identification by SENCO based on attendance rate, mid- year credit total, social and whanau risk
Tutorials and Homework centre available prior to NCEA external exams
Improve reporting of Attendance
Hui with caregivers
In-class teacher’s aide support
Regular counselling by Deans
19OUTCOME 2018
2018 IDENTIFIED
LEVEL 1 COHORT LEARNERS
ACHIEVED 33 45.8% 8 40%
MERIT 10 13.8% 2 10%
EXCELLENCE 1 1.3% 0
44 61% 10 50%
NOT ACHIEVED 28 38.8% 10 50%
72 100% 20 100%
REASON FOR Attendance rate amongst student did not improve
VARIANCE 5 students, all N/A, left during or at the end of the year
1 N/A because of not achieving Literacy requirements
No by in by some of the students.
NEXT STEPS Identify at risk students earlier
Daily and weekly reports of identified students
More robust monitoring attendance
Introduce academic counselling with specific PD for staff, especially Deans
Wrap around service
Offsite teaching
Literacy and numeracy base.
20Analysis of Variance Level 2 Maori Student Achievement
STRATEGIC AIM Ensure academic and learning achievement to the highest level for each student.
TARGET Identify Maori priority learners who are at risk of not achieving Level Two NCEA and put strategies in place to support successful
completion of this qualification. 80% of those identified students will have achieved Level 2 NCEA by end of 2019.
BASELINE DATA
LEVEL 2 MAORI STUDENTS NCEA RESULTS 2018
Female Male Total
Total 14 13 27
Below 2 5 7
L2 or Above 12 9 20
Percentage 85.7 61.5 70.3
LEVEL 2 IDENTIFIED MAORI PRIORITY LEARNERS RESULTS 2018
Total 6 7 13
Below 1 2 3
L2 or Above 5 5 10
Percentage 83.3 71.4 76.9
ACTIONS All departments increase understanding of effective / learning for Maori students
Ka Hikatia Education strategies and targets are developed, explained and integrated into learning plans.
Professional learning workshops and other activities held to support teachers being culturally responsive and appropriate,
and to understand the underlying principles behind Ka Hikatia plan.
Monitor student attendance and achievement throughout the year
Maori achievement working group established
Develop links with whānau and opportunities for feedback and feedforward.
Strong collaborative links to Maniapoto Iwi, ECE, primary and tertiary providers through Waitomo Arotahi Kahui
Ako(COL) collaboration
Commitment of staff to engage students across all subjects
OUTCOMES See above Baseline Data
21REASONS FOR Low attendance rate of identified Maori priority learners
VARIANCE High percentage of students did not sit external exams
NEXT STEPS Organize Academic wananga- school and Marae based
Exposure to and Mentoring by successful ex- Maori students
Closer monitoring of identified 2019 Year 11 Maori students at risk
Earlier intervention in other level 2 subjects
Introduce wider Maori curriculum – Maori Performing Arts, Whakairo, Maori Tourism, Maori Studies
Using Te Reo me ona Tikanga Maori to motivate students
22Student Achievement Targets
& Annual Goals 2019
23STUDENT ACHIEVEMENT TARGET 1 FOR 2019 ( Literacy and Numeracy)
Strategic Goal To further raise the achievement for all students, meeting the particular challenges of educating Māori &
Pacifica
Focus Targeted Level 1 & 2 Maori and Pacifica students who are at risk of not achieving NCEA Level 1 or 2
because of literacy and attendance concerns.
Historical Targeted students
Year 2019
Student Level Level 1 & 2
Curriculum Area Literacy
Student Group Maori or Pacific
Action Plan Regional Mentoring service for Maori and Pacifica students successfully applied for.
Attendance, literacy, numeracy & UE literacy data collected and students identified
Whanau and students to be informed and initial Hui to be initiated. Regular Hui to continue
throughout the year.
MOE Finance secured = $6580, along with criteria for use.
Students equally distributed among 4 Deans for academic counsellors.
Individual Educational Plan developed
To Plan for program
Literacy and Numeracy 2 day noho on local marae
Participation in Rangatahi Business Challenge, Rotorua
Special timetable
24STUDENT ACHIEVEMENT TARGET 2 FOR 2019 (NCEA Level 1, 2 and 3)
Strategic Goal Ensure academic and learning achievement to the highest level for each student
Focus The following targets will be attained
NCEA LEVEL1 80%
Level 1 Numeracy, Literacy 80%
NCEA Level 2 – 85%
NCEA Level 3- 80% UE Entrance 35%
Historical 2018 RESULTS
NCEA LEVEL1 57.9%
Level 1 Numeracy 72.4% Literacy 69.7
NCEA Level 2 – 70.6%
NCEA Level 3- 48.1% UE Entrance 3 29.6%
Year 2019
Student Level Level 1, 2 & 3
Curriculum Area All Learning Areas
Student Group Senior
Action Plan Early identification n of students at risks of not achieving NCEA level 1, 2 & 3
Department targeting achievement at merit or better
Departments set clear milestones to support student learning in regards to formal assessments.
Early contact with home if concerns about achievement surface and student not meeting
expectations.
25 School to sell the concept that higher education requires high standards in subject achievement.
Greater use of exemplars, so that students know what merit plus standards look like.
Supported by study skills seminar and tutorial support
Foster the goal of certificate endorsement:–
(a) Pastoral level – set aside formal time to discuss certificate endorsement advantages
(b) HOD/Dept. level – have discussions about where endorsement opportunities are and identify
students who should aim for and achieve these.
(c) Subject teachers to highlight assessment opportunities for certificate endorsement to
individuals.
Review data from Years 9, 10 & 11 to challenge students’ academic responsibility. High
expectations from an early stage.
26ANNUAL GOAL FOCUS 1
Strategic Goal Provide a safe and caring environment for each student- Manaakitanga
Long Term Goals 1. That there is a clear known guidelines for student behaviour
2. Student pastoral goals are catered for.
Focus To revitalise Positive Behaviour for Learning and re-introduce Restorative Practice
Year 2019
Student Level All student levels
Area Pastoral
Student Group All student Groups
Action Plan PB4L Committee reinstated with volunteer members
New Deputy Principal to lead, with support from all other SLT and Manukura
Review what has been done, critique resources
Term 2 planning, term 3 begin
School Values revisited
27ANNUAL GOAL FOCUS 2
Strategic Goal Ensure academic and learning achievement to the highest level for each student/.
Long term Goal Our curriculum will provide a culture which will foster high expectations of students
Focus To conduct curriculum review to develop a local curriculum that will be relevant to Te Kuiti High School
providing opportunities for our students to achieve
Year 2019
Student Level All student levels
Area Curriculum
Student Group All student Groups
Action Plan Form a Curriculum Review Committee made up of representatives of all learning areas to look at
the development of a curriculum that:
1. is closely linked to local and regional pathways
2. supports authentic place based learning
3. meets the needs of the 21st century world
Where are we now and where do we want to go- a vision for the Curriculum of Te Kuiti High
School
Through existing PLD allocation employ Susan Arrowsmith for 100 hours to guide the committee
through the process,
28ANNUAL GOAL FOCUS 3
Strategic Goal Provide a range of academic, cultural and sporting opportunities for each student to participate and
achieve.
Long Term Goal Increase participation and success of Maori students
Focus “He Maori, te maori.” Maori is normal at Te Kuiti High School
Year 2019
Student Level All student levels
Area Curriculum
Student Group All student Groups
Action Plan Increase Maori signage around the school
Staff Wananga on local marae once per yearr
School karakia introduced
Mihi given at all appropriate school meeting s and occasions.
Strengthen Kapa Haka
Maori design symbolising the major geographical of Maniapoto to be designed and used
appropriately
Staff greet students in Maori as much as possible
Tumuaki to hongi students at every opportunity
Haka Powhiri and Haka Tautoko to be practiced on a regular basis.
Introduce Haka Wero- haka competition between each of the four whare
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